A Study on the Correlation between Studying Technical Illustrations and Enhancing Spatial Abilities among Mechanical Drafting Department Students

• Main Authors: Chen-Liao Chen, 陳鎮潦
• Other Authors: 鍾瑞國
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/81075404789913262226

碩士 === 國立彰化師範大學 === 工業教育學系在職進修專班 === 91 === The purpose of this study is to explore the correlation between studying technical illustrations and enhancing spatial abilities among vocational high school students. This research benefits curriculum planning, textbook editing and teaching. To achieve these goals, the researcher refers to former references as the theory basis and the research design ideas and uses “Quasi-Experimental Research Design” to conduct research. The following research tools are useful: “Mechanical Drafting Proficiency Tests Scale (for Orthographic Projection),” “Spatial Ability Scale,” “Achievement Tests,” “Problem-Solving Measurements,” “Assisted Learning Material Evaluation Scale” and “Assisted Learning Material Questionnaires.” In addition, the researcher develops assisted learning material of technical illustrations to practice remedial instruction The target groups are the first graders of Machinery Department and Mechanical Drafting Department, in SIVS, NCUE. Students are divided into two groups of 42, experimental group and control group. Twenty-hour experimental instruction through four weeks is carried out. Furthermore, assisted learning material is imposed on the low-achievement students. Students are tested prior to the experimental instruction to demonstrate how they differ in their mechanical drafting. During the experiment, only students from the experimental group study technical illustrations. The researcher uses “Achievement Tests” and “Spatial Ability Scale” to test students before and after their learning to reveal the outcomes of studying technical illustrations and to spot the differences of spatial abilities. Research data were analyzed by “SSQ Percentage,” “Independent-Sample T Test,” “Standard Deviation,” “One Way ANCOVA,” and “Kolmogorov-Smirnov One Sample Test.” The major findings are explained as followed. 1. Students from the experimental group show priorities in mechanical drafting (for Orthographic Projection). 2. Students from the experimental group advance in learning technical illustrations. 3. Students among the experimental group are superior in spatial perception, technical illustration rotation, two-dimensional spatial rotation, spatial organization, and overall spatial abilities. 4. Being instructed with assisted learning material, students make obvious progress in spatial perception, technical illustration rotation, two-dimensional spatial rotation, spatial organization and overall spatial abilities. 5. Curriculum experts agree the suitability of this material ranks high in all aspects except for three items in which they have no comment or are close to agreement. These three items are: whether the material combines with students’ daily experiences, whether the material is up-to-date, and whether it adapts to students’ psychological and physiological development. 6. Students being instructed with assisted learning material consider this material to be considerably helpful and the way of learning to be relaxing and lively. All in all, they identify with this material. All these prove this material to be quite beneficial in terms of remedial instruction for low-achievement students.